scholarly journals Gender, activism and social change: Reframing the contemporary heroine

2020 ◽  
Author(s):  
Gabriela Díaz de Sabatés
Keyword(s):  
Social Change ◽  
Collective Identity ◽  
Buenos Aires ◽  
Early Years ◽  
Growing Up ◽  
Military Dictatorship ◽  
Sustaining Change ◽  
Narrative Perspective ◽  
The University ◽  
Permanent Presence

Because society is shaped through the stories we tell, women’s testimonies are of foundational relevance when we reflect on social change, since their stories reinvent not only individual but also collective identity. As an examination from a life narrative perspective on how women view, enact, and reformulate their role in society, this paper centers on the testimony of Dr. Diana Maffía, whom –among other noteworthy womenwas instrumental in solidifying the work on gender and feminist perspective in Argentina since the early 1980s. This paper is an approach to Maffía’s story, about her growing up during military dictatorship, her early years as a philosophy student at the University of Buenos Aires, her embrace of feminism, and the weaving of her two passions that resulted in the establishment of a permanent presence of the concept of gender within the very structure of Argentinean society. Maffía’s narrative brings to light the work that unsung heroines do throughout their lives, evidencing that women have always been at the forefront of generating and sustaining change.

scholarly journals Family Rhythms: Re-visioning family change in Ireland using qualitative archived data from Growing Up in Ireland and Life Histories and Social Change

2016 ◽  
Vol 25 (2) ◽  
pp. 207-213 ◽  
Author(s):  
Ruth Geraghty ◽  
Jane Gray
Keyword(s):  
Social Change ◽  
Family Relationships ◽  
Life Histories ◽  
Life Story ◽  
Extended Period ◽  
Social Contexts ◽  
Early Years ◽  
Growing Up ◽  
Continuity And Change ◽  
Key Dimensions

The Family Rhythms project examined the Irish experience of family life over an extended period of time, in which we traced evolving relationships and practices against a backdrop of immense social, cultural and economic change, from the early years of the Irish state to the present day. We combined qualitative data from Growing Up in Ireland (GUI), with Life Histories and Social Change (LHSC) to construct a longitudinal, qualitative database with a distinct focus on family relationships. Family Rhythms demonstrated the potential for bringing data from two major qualitative studies into dialogue to develop new insights into the motives, feelings and rationalities behind Irish people’s family practices and experiences in changing social contexts. Combining the data from two unrelated studies presented methodological challenges, namely how to consolidate these data and how to compare the retrospective life story data in LHSC with the prospective data in GUI. To overcome this, we worked ‘forwards’ and ‘backwards’ across the two collections to specify patterns of continuity and change in key dimensions of family relationships. The strengths of this dynamic approach were that we could examine family relationships across an extended timeframe and from different generational standpoints.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

The Early Years of Republic

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Educational Development ◽  
Early Years ◽  
Modern Education ◽  
British Raj ◽  
University Development ◽  
Regulatory Policies ◽  
Education In India ◽  
History Of ◽  
Post War ◽  
The University

The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

In Search of a Radical Discourse for Theatre

1992 ◽  
Vol 8 (29) ◽  
pp. 34-47 ◽  
Author(s):  
Dorrian Lambley
Keyword(s):  
Social Change ◽  
Social Relations ◽  
Political Ideology ◽  
Doctoral Thesis ◽  
The Subject ◽  
The University

How to accommodate and utilize the insights and the methodology of marxism – and, simply, its potential as a vehicle for social change – at a time when the popular perception of its political ideology stands discredited? Dorrian Lambley explores the dilemma through the specifics of developments in British theatre since 1968 – the stifling of the early radical impulses under political and economic pressures, which has produced, at best, a sense of marginalization, at worst a conviction of impotence. In proposing ways of working within this situation, Lambley draws on the writings of dramatists such as Edward Bond to suggest that marxism must recognize the most important of the liberal humanist emphases – ‘the presence of the subject’, but perceived within a marxist understanding of social relations. Dorrian Lambley is presently working on her doctoral thesis in the University of Exeter, where she helped to organize the conference ‘Theatre and the Discourses of Power’, on which she wrote in the ‘Reports and Announcements’ section of NTQ28 (1991).

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